A Study On Application Of Mit To The Teaching Of English Reading In Junior Middle School

English reading is the most important part of English learning for junior middle school students,and it is also an important criterion for testing English proficiency.The score of reading comprehension accounts for a large proportion in the English exam,but due to the pressure of examination,the excessive emphasis on vocabulary and grammar explanations in the junior middle school English class has led to a single reading teaching goal,a tedious reading method,and a low interest in reading.Therefore,in order to solve the problems encountered in traditional reading teaching,this paper proposes an English reading teaching method based on Multiple Intelligences Theory.Multiple Intelligences Theory was proposed in 1983 by Howard Gardner,a world-renowned educational psychologist.The theory holds that everyone has at least eight kinds of intelligences.These eight kinds of intelligences do not exist independently.They are combined into different ways to solve problems.Therefore,in the teaching process,teachers should fully consider the intelligence characteristics of students and design diversified teaching activities so as to stimulate students' interest in learning English and improve their reading ability.This study applies the Theory of Multiple Intelligences to junior middle school English reading class,mainly discussing the following two questions:(1)Does MI-based English reading teaching increase students' reading interest?(2)Does MI-based English reading teaching improve students' reading proficiency?For this reason,the author conducted a five-month research in Qingxu Xigu Middle School.Class One and Class Two of Grade Eight were selected as the experimental subjects.49 students in Class One and 46 students in Class Two.Class One was set as the experimental class,and Class Two was the control class.After reading pre-test,there was no significant difference in reading level between two classes.In the course of reading teaching experiment,both classes were taught by the author.The content of the teaching materials was the same.The control class still used the traditional reading teaching method.The experimental classadopted the English reading method guided by Multiple Intelligences Theory.In the initial stage of the experiment,the author used a multiple intelligences questionnaire to understand the intelligence distribution of students in the experimental class,so as to design appropriate teaching activities,and the author used the English reading interest questionnaire to understand students' interest in English reading class.At the end of the experiment,the author made a post-test of English reading ability between two classes,and a post-questionnaire of English reading interest in the experimental class.SPSS17.0 and Excel were used to analyze the data.In addition,students in the experimental class were interviewed to collect information needed for the study.After five months' experiment,through analyzing the experiment results,the author found that the English reading performance of the experimental class was significantly higher than those of the control class,and the reading interest was also significantly enhanced.The experiment results prove that the English reading teaching method based on Multiple Intelligences theory can greatly improve students' reading proficiency and reading interest.This study helps teachers to use Multiple Intelligences Theory to guide English reading teaching,to understand the diversity of students' intelligences,and to design different teaching activities.Instructing students in accordance with their aptitude can improve their reading interest and reading ability.Although there are some deficiencies in this study,in general,it provides some references for the application of Multiple Intelligences Theory to junior middle school English reading teaching.